107 lines
3.6 KiB
YAML
107 lines
3.6 KiB
YAML
abstract: 'Disruptions create both new opportunities and challenges in higher
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education. In settled times, education systems plod along with an
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assumed and uncritical acceptance of normalcy of the status-quo. When
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the status quo is disrupted, suddenly the patched-up cracks reveal the
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depth and magnitude of the simmering problems of the sector in graphic
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ways.Access and success are arguably the two most poignant indicators of
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the performance of higher education systems. In post-colonial societies
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such as South Africa, access is used to estimate progress in broadening
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participation in higher education, particularly to young people from
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previously disadvantaged communities. Access has two broad meanings:
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increased enrolments and enhanced epistemological impact. Success, on
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the other hand is measured variously but mainly through graduation and
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progression rates across different socio-economic higher education
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students groups and also on the quality of their performances.In this
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article we provide a theoretical discussion of the notions of
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disruptions and their impact in higher education; examine the questions
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of access and success in higher education; and conclude that the chasm
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lying between access by participation and access by success requires
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substantial transformation of a knowledge system that is alien to the
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cultural context of the country; rebalancing and recalibrating the
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broader ideological environment that privileges liberalism while paying
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token attention to social justice and inclusion beyond mere symbolism;
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and a persistent refocusing on emancipatory pedagogies, designed to
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liberate rather than subjugate graduates into pigeon holed choices in
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the labour market which are designed to serve the needs of owners of
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capital as the primary motive of employment.We conclude by identifying
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critical factors that appear to lead to a failure by universities to
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bridge the gap between access by participation and access by success or
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epistemological access.Most of these tend to be structurally embedded in
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the fabric of higher education institutions and the sector and include,
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a persistent coloniality of the sector, disjuncture between the intended
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ideological framework guiding national development and the operating
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economic models and institutional inertia to move beyond the canonical
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bases of higher education based on western epistemes.'
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affiliation: 'Maringe, F (Corresponding Author), Univ Witwatersrand, Leadership \&
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Policy Studies, Johannesburg, South Africa.
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Maringe, F., Univ Witwatersrand, Leadership \& Policy Studies, Johannesburg, South
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Africa.
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Chiramba, O., Univ Johannesburg, Fac Educ, Johannesburg, South Africa.'
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author: Maringe, F. and Chiramba, O.
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author_list:
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- family: Maringe
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given: F.
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- family: Chiramba
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given: O.
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da: '2023-09-28'
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doi: 10.20853/36-4-5382
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eissn: 1753-5913
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files: []
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issn: 1011-3487
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journal: SOUTH AFRICAN JOURNAL OF HIGHER EDUCATION
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keywords: 'access in higher education; COVID-19 pandemic; disruptions; higher
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education; success in higher education; teaching and learning;
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transformation'
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language: English
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number: '4'
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number-of-cited-references: '29'
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pages: 6-20
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papis_id: 4d99b772fc432031496ef65cb8ffd222
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ref: Maringe2022disruptionshigher
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times-cited: '0'
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title: 'DISRUPTIONS IN HIGHER EDUCATION: MITIGATING ISSUES OF ACCESS AND SUCCESS IN
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THE COVID-19 PANDEMIC'
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type: article
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unique-id: WOS:000860555400002
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usage-count-last-180-days: '0'
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usage-count-since-2013: '1'
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volume: '36'
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web-of-science-categories: Education \& Educational Research
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year: '2022'
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